When it comes to education from K-12 and into the college years, the literature is replete with stories of the accomplishments of youngsters and adults with any number of disabilities who surpassed the expectations of their families and teachers. Similarly, there are an increasing number of examples of young men and women with a range of disabilities, who study and train to become healthcare professionals. But the entry of individuals with disabilities into health profession schools raises numerous legal issues concerning their matriculation, qualifications, and eventual ability to practice successfully. Questions have arisen regarding the conflict between the special needs of these individuals and the clinical requirement and academic standards. In the past, the resistance to admission of individuals with disabilities into the health profession schools arose from the premise that the ideal graduate should be prepared "to enter without handicap any one of the fields of medical practice." Thus every student was expected to acquire the knowledge and skills needed to enter any residency. Prospective students unable to become "undifferentiated graduates" may have been excluded from medical school admission. Under the Americans with Disabilities Act (ADA), the concept of "undifferentiated graduate" has been challenged so that professional school faculties have been obligated to review their schools' curricula, develop standards for admission, and apply these standards uniformly to all applicants.